Assessment 5 Student Teaching Evaluation-Mathematics Addendum
Component
Target
3
Acceptable
2
Diversity
NCTM 7.1
Always determines
students’ prior
knowledge and diverse
backgrounds and uses
this to plan and
implement lessons that
account for students’
varied backgrounds.
Consistently
determines students’
prior knowledge and
diverse backgrounds
and uses this to plan
and implement
lessons that account
for students’ varied
backgrounds.
Pedagogy to Support
Student Understanding
NCTM 7.2, 7.3, 7.4, 7.6,
8.1, 8.2, 8.4, 8.7, 8.8, 8.9,
16.3
Always plans and
implements lessons that
are aligned with state
and national
mathematics standards
Consistently plans
and implements
lessons that are
aligned with state and
national mathematics
standards
Always uses concrete
materials and
technology to support
student engagement and
understanding.
Consistently uses
concrete materials
and technology to
support student
engagement and
understanding.
Always uses a variety of
instructional strategies
to support student
understanding
Consistently uses a
variety of
instructional
strategies to support
student understanding
Always plans and
implements lessons that
develops students’
conceptual
understanding.
Consistently plans
and implements
lessons that develops
students’ conceptual
understanding.
Always plans and
implements lessons that
develops students’
procedural fluency.
Consistently plans
and implements
lessons that develops
students’ procedural
fluency.
Progressing
(Not used in a
summative
assessment)
1
Occasionally
determines
students’ prior
knowledge and
diverse
backgrounds
and uses this to
plan and
implement
lessons that
account for
students’ varied
backgrounds.
Occasionally
plans and
implements
lessons that are
aligned with
state and
national
mathematics
standards
Occasionally
uses concrete
materials and
technology to
support student
engagement and
understanding.
Occasionally
uses a variety of
instructional
strategies to
support student
understanding
Occasionally
plans and
implements
lessons that
develops
students’
conceptual
understanding.
Occasionally
plans and
implements
lessons that
develops
students’
procedural
Unacceptable
0
Rarely determines
students’ prior knowledge
and diverse backgrounds
and uses this to plan and
implement lessons that
account for students’
varied backgrounds.
Rarely plans and
implements lessons that are
aligned with state and
national mathematics
standards
Rarely uses concrete
materials and technology
to support student
engagement and
understanding.
Rarely uses a variety of
instructional strategies to
support student
understanding
Rarely plans and
implements lessons that
develops students’
conceptual understanding.
Rarely plans and
implements lessons that
develops students’
procedural fluency.
fluency.
Component
Communication
NCTM 3.1, 3.2, 3.4, 7.3,
7.5, 8.3
Connections
NCTM 4.1, 4.2, 4.3, 5.3
Always plans and
implements lessons that
use stimulating curricula
to engage students
including those with
special needs (e.g.,
gifted, ESL, etc.)
Consistently plans
and implements
lessons that use
stimulating curricula
to engage students
including those with
special needs (e.g.,
gifted, ESL, etc.)
Always plans and
implements instruction
designed to increase
students’ knowledge of
mathematics
Consistently plans
and implements
instruction designed
to increase students’
knowledge of
mathematics
Target
3
Acceptable
2
Always communicates
mathematical ideas
clearly using precise
oral and written
language
Consistently
communicates
mathematical ideas
clearly using precise
oral and written
language
Always applies active
listening and
questioning strategies to
probe student
understanding and uses
this information to guide
instruction
Consistently applies
active listening and
questioning strategies
to probe student
understanding and
uses this information
to guide instruction
Always plans and
implements lessons that
demonstrate how
mathematical ideas are
interconnected and build
on one another.
Consistently plans
and implements
lessons that
demonstrate how
mathematical ideas
are interconnected
and build on one
another.
Occasionally
plans and
implements
lessons that use
stimulating
curricula to
engage students
including those
with special
needs (e.g.,
gifted, ESL,
etc.)
Occasionally
plans and
implements
instruction
designed to
increase
students’
knowledge of
mathematics
Rarely plans and
implements lessons that
use stimulating curricula to
engage students including
those with special needs
(e.g., gifted, ESL, etc.)
Progressing
Unacceptable
0
(This column is not
used in a summative
assessment)
1
Occasionally
communicates
mathematical
ideas clearly
using precise
oral and written
language
Occasionally
applies active
listening and
questioning
strategies to
probe student
understanding
and uses this
information to
guide
instruction
Occasionally
plans and
implements
lessons that
demonstrate
how
mathematical
ideas are
interconnected
and build on
one another.
Rarely plans and
implements instruction
designed to increase
students’ knowledge of
mathematics
Rarely communicates
mathematical ideas clearly
using precise oral and
written language
Rarely applies active
listening and questioning
strategies to probe student
understanding and uses this
information to guide
instruction
Rarely plans and
implements lessons that
demonstrate how
mathematical ideas are
interconnected and build
on one another.
Always plans and
implements lessons
which explore
mathematical concepts
using multiple
representations
Consistently plans
and implements
lessons which
explore mathematical
concepts using
multiple
representations
Where possible, emphasizes connections
between mathematical ideas and real world
applications.
Assessment
NCTM 7.5, 8.3
Always uses a variety of
assessment strategies to
gauge students’
understanding of
mathematical ideas.
Consistently uses a
variety of assessment
strategies to gauge
students’
understanding of
mathematical ideas.
Always uses formal and
informal assessments to
inform instruction
Consistently uses
formal and informal
assessments to
inform instruction
Occasionally
plans and
implements
lessons which
explore
mathematical
concepts using
multiple
representations
Occasionally
emphasizes
connections
between
mathematical
ideas and real
world
applications.
Occasionally
uses a variety of
assessment
strategies to
gauge students’
understanding
of mathematical
ideas.
Occasionally
uses formal and
informal
assessments to
inform
instruction
Rarely plans and
implements lessons which
explore mathematical
concepts using multiple
representations
Rarely emphasizes
connections between
mathematical ideas and
real world applications.
Rarely uses a variety of
assessment strategies to
gauge students’
understanding of
mathematical ideas.
Rarely uses formal and
informal assessments to
inform instruction